Each teenager has their own unique interests, goals and strengths. Every student should have the same opportunity to succeed and graduate from secondary school. TVDSB schools are working with you to improve the learning experience for all students.

We share a common goal to help all students build a promising future for themselves. We are responding by focusing on:

• Quality course options and programs inside and outside of the classroom, leading to all destinations (apprenticeship, college, community, employment, and university)
• Literacy and numeracy skills in all subject areas
• One-on-one support when students need extra help
• Building community, diversity, culture, safety, and caring in all schools

There is a Student Success Team in every secondary school. Members of this team include the Principal, the Head of Guidance, the Head of Special Education, the Student Success Teacher, and other staff members as appropriate to the school (e.g. Cooperative Education Teacher, Credit Recovery Teacher, etc.). The Student Success Teams ensure a smooth and successful transition from Grade 8 to Grade 9 for all students.

The Grade 8/9 Transition Program may include:

• Assigning a teacher or other educator to provide support during the transition years
• Creating a student profile that highlights the student’s strengths, needs and interests
• Developing customized Grade 9 timetables
• Tailoring strategies and interventions based on each school’s unique advantages

Student Success Teams continue to monitor the progress of students throughout their time at secondary school, setting and revisiting career life goals with students and providing support as needed to maximize student opportunities and achievement.

• How would I describe myself right now (strengths, interests, values)?
• How can I connect who I am to the choices I make?

What are my opportunities?

• What opportunities should I try while I’m in school?

Who do I want to become?

• What are my goals now and for the near future?
• Where can I find information about my initial post-secondary destination?

What is my plan for achieving my goals?

• How do I develop and review my plan?
• Who can support me in achieving my goals?

myBlueprint is an online tool available to all TVDSB students (Grades 7-12), teachers and parent/guardian to: investigate and research educational options for all pathways (apprenticeship, work, college and university), discover learning styles, explore career interest surveys, plan secondary school courses, set short-term and long-term goals, build resumes and much more. 

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Students are taught French as a subject, and French serves as the language of instruction in two or more other subjects. At the secondary level, there are academic and applied courses in French Immersion in Grades 9 and 10, and university preparation and open courses in Grades 11 and 12. In the French Immersion program, students accumulate ten credits in French: four are for FSL courses; six are for other subjects in which French is the language of instruction. Schools may grant a certificate in French Immersion if the student fulfills these requirements. 

Generally, the program a student selects at the secondary school level is determined by the total number of hours of French instruction accumulated by the end of Grade 8 (a minimum of 600 for Core French, a minimum of 1260 for Extended French, and a minimum of 3800 for French Immersion).

One FSL credit (110 hours) from any of the three programs is compulsory for secondary school graduation. 

For subjects other than FSL that are taught in French in an Extended French or French Immersion program, the expectations in each course are those outlined in the English-language curriculum policy documents. It is recognized that expectations in these subjects may need to be adapted to meet the needs of students who are studying the subjects in French instead of in English. (Excerpt from: The Ontario Curriculum, Grades 9 to 12:  French as a Second Language -- Core, Extended, and Immersion, 2014.)

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Our primary goal is to meet students’ needs in their own classrooms in their home school. Occasionally, some students need the support of specialized programs and services which are offered at another location. Information for parents, such as the Parent’s Guide to the Identification Placement and Review Process and the Individual Education Plan can be obtained at the school, or by calling the Special Education Department or on our website.

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By regulation, each school board has a Special Education Advisory Committee (SEAC), whose mandate it is to provide advice and recommendations on all issues related to Special Education. The list of members and the agencies they represent can be found on our website.

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Prior Learning Assessment and Recognition (PLAR) 

Students enrolled in Ontario secondary schools may have their skills and knowledge outside the classroom evaluated against provincial curriculum policy documents in order to earn credits towards the secondary school diploma. PLAR procedures are carried out by the system and the school under the direction of the school principal.

Students have the option to obtain a variety of credits online through the Virtual Academy.

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Each student’s record (OSR) is kept at the student’s home school and follows the student when that student changes schools. The OSR contains the Ontario Student Transcript (OST) and other notes, assessment, evaluations and records made while the student attends elementary and secondary school. The OSR is available for adult students, parent/guardian of minor students, teaching staff and administration.

If a student withdraws from a Grade 11 or 12 course after 5 instructional days following the issue of the first provincial report card (mid-term), the withdrawal and percentage grade must be recorded on the OST.

Substitution of Compulsory Credits 

In unique circumstances, the principal of a school may replace up to three of the compulsory credit requirements in order to meet an individual student’s need.

English as a Second Language (ESL) and English Literacy Development (ELD) 

These programs meet the needs of English language learners (ELLs) whose first language is not English, or is a form of English significantly different from the English taught in Ontario schools. 

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